Hello and Welcome to Ms. Martel's English Class!
This unit will focus on the ability to understand and analyze the different themes and literary devices within this text. You will be able to evaluate these themes, whether explicitly stated or implied, in a literary text and be able to show and describe the lives of the characters within "The Great Gatsby". By the end of the unit, you will be familiar with terms such as setting, conflict, symbolism, imagery, the landscape, theme, and historical content.
All of you will have analyzed characters themselves and conflicts among them as well as demonstrate a clear understanding of the content of the book. You will also illustrate how the setting and tone can affect the plot and the characters. You will be able to compare and contract main ideas and characters throughout the book as well as define new and unfamiliar vocabulary. You will have assumed the role of an actor and writer and create a new chapter for this text. Through this project you will be able to relate fictional social and emotional issus to not only your personal life but others as well. The final product of the unit will be a performance task in which you will write a script as a guide for their multimedia presentation, portraying their new alternate ending to the book. We will cover a lot of material but don't feel discouraged! We will have lots of fun!
Establish Goals:
Maine Learning Result: English Language Arts- A. Reading
A2 Literary Texts
Grades 9-Diploma Students read text , within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.
Evaluate the theme or themes, whether explictly stated or implied, in a literary text.
Students will understand that:
•Every piece of literature has multiple meanings allowing for many different interpretations.
•Novelists will often relate the lives of their characters to real life experiences and events.
•A good reader will navigate through the piece of literature with an open mind and be open to new styles of writing.
Essential Questions:
•How many meanings or different interpretations can be found within this piece of literature?
•What real life experiences or scenarios can be found within this text?
•How can different styles of writing, including the ones within this text, affect the overall tone of the text?
Students will know:
Students will be able to do:
•Key Facts and Details: tone, author's information, time period of events, location, writing style, and character roles
•Vocabulary and Definition: setting, theme, conflict, climax, symbols, character analysis, and tone (along with others)
•Sequence: a time line of events and character development
•Describe the multiple writing styles used within the text.
•Evaluate the theme or themes whether explicitly stated or implied in a literary text.
•Produce a new interpretation of the main character within this text.
•Contrast the life experiences within the text to their own.
•Imagine an alternate ending to the text.
•Recognize and define new vocabulary creating a new chapter for the text.
Performance Task
You have read "The Great Gatsby", discussed it in class, analyzed the text, and have heard what other classmates had to say about these topics. Now you must combine all of your knowledge into this multimedia project/presentation. You must take on the role of not only a writer and actor but but either a director, a cinematographer, or a manager. You must work with your group to create an alternate ending to "The Great Gatsby". Through your role of a writer you will write a script for a alternate ending of the book then demonstrate this script through a performance. Then as a director, cinematographer, or manager you will work with your group to compile a multimedia presentation, you will film this final product. You need to convince not just the class but more importantly the author of this book that your ending is the best choice.
Expectations
All of the work done in this class will require a lot of time and effort. Although numerous times for in class work will be provided, the bulk of the assignments and work must be completed outside of class. You will be expected to come to class prepared and on time each day. Participation is required so not only you but your classmates can learn from each other. We will be spending a lot of time focusing on details and really understanding the material therefore missing a class will significantly hurt your ability to stay on task. If you are absent work must be turned in at the next class meeting. When it is time for presentations numbers will be randomly drawn so it is important to always be prepared, even on the first day. Aside from my policies all school policies are still applied within my classroom.
Benchmarks
Below is the point value for each assessment and your grade will be based on the percent of points earned from the total points of 300.
Attendance and Participation: 50 Points
All students are expected to participate in class discussions and attendance is required. During all group work or partner time during class. All students are required to participate and contribute to the final product (if there is one at that time).
Quizzes: 30 Points
There will be on quiz which will encompass all of the vocabulary learned from the book. The test will be comprised of the student-made quizzes.
Homework and Worksheets: 50 Points
I will grade homework with either a check plus, check or a check minus. A check means that you passed it in and it was thoroughly completed, a check means that is was passed in and the minimum was completed, and a check minus means you did not complete it. Any homework not completed may be turned in next class period and will receive a check or check minus (depending on the work at hand).
Story Writing: 20 Points
Students will turn in a rough draft of their chapter otherwise known as their alternate ending to the story, for assessment.
Blogs: 60 Points
There will be multiple blogs throughout the unit relating to each lesson. All students must blog their work as well as keep their own "journal blog" throughout the unit. All blogs will be read and I will provide feedback.
Blog #1- Students will blog about the different writing styles from worksheets and class discussions.
Blog #2- Students will write a story that relates their own life experiences to that of one of the characters of the text.
Blog #3- Journal Blog- students must journal everyday a summary of in class discussions and views as well as reactions to the text.
Blog #4- Students will create a personal profile for the character of their choice.
Blog #5- Students at the end of the unit must write a final "reflection blog", reflecting back through the unit and what they have learned.
Multiple Choice Quiz (Student Made): 20 Points
Students must create their own multiple choice quiz using the vocabulary from the book.
Final Project- Performance Task: 70 Points- (35 for Presentation and 35 for Product)
Grading Scale
A (93-100), A- (90-92), B+ (87-89), B (83-86), B- (80-82), C+ (77-79), C (73-76), C- (70-72), D+ (67-69), D (63-66), D- (60-62), F (0-59)
Teacher: Ms. Elizabeth Martel
Office: 1616 Wonderfull Hall
Office Phone: 123-1616
Office Hours: Mon., Wed. Fri- 3:00pm-6:00pm; T, Th- 2:00pm-4:00pm
E-mail: elizabeth.martel@maine.edu
Summary of Unit
This unit will focus on the ability to understand and analyze the different themes and literary devices within this text. You will be able to evaluate these themes, whether explicitly stated or implied, in a literary text and be able to show and describe the lives of the characters within "The Great Gatsby". By the end of the unit, you will be familiar with terms such as setting, conflict, symbolism, imagery, the landscape, theme, and historical content.
All of you will have analyzed characters themselves and conflicts among them as well as demonstrate a clear understanding of the content of the book. You will also illustrate how the setting and tone can affect the plot and the characters. You will be able to compare and contract main ideas and characters throughout the book as well as define new and unfamiliar vocabulary. You will have assumed the role of an actor and writer and create a new chapter for this text. Through this project you will be able to relate fictional social and emotional issus to not only your personal life but others as well. The final product of the unit will be a performance task in which you will write a script as a guide for their multimedia presentation, portraying their new alternate ending to the book. We will cover a lot of material but don't feel discouraged! We will have lots of fun!
A2 Literary Texts
Grades 9-Diploma
Students read text , within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excepts from the text to defend their assertions.
Evaluate the theme or themes, whether explictly stated or implied, in a literary text.
•Novelists will often relate the lives of their characters to real life experiences and events.
•A good reader will navigate through the piece of literature with an open mind and be open to new styles of writing.
•What real life experiences or scenarios can be found within this text?
•How can different styles of writing, including the ones within this text, affect the overall tone of the text?
•Vocabulary and Definition: setting, theme, conflict, climax, symbols, character analysis, and tone (along with others)
•Sequence: a time line of events and character development
•Evaluate the theme or themes whether explicitly stated or implied in a literary text.
•Produce a new interpretation of the main character within this text.
•Contrast the life experiences within the text to their own.
•Imagine an alternate ending to the text.
•Recognize and define new vocabulary creating a new chapter for the text.
You have read "The Great Gatsby", discussed it in class, analyzed the text, and have heard what other classmates had to say about these topics. Now you must combine all of your knowledge into this multimedia project/presentation. You must take on the role of not only a writer and actor but but either a director, a cinematographer, or a manager. You must work with your group to create an alternate ending to "The Great Gatsby". Through your role of a writer you will write a script for a alternate ending of the book then demonstrate this script through a performance. Then as a director, cinematographer, or manager you will work with your group to compile a multimedia presentation, you will film this final product. You need to convince not just the class but more importantly the author of this book that your ending is the best choice.
Expectations
Benchmarks
Attendance and Participation: 50 Points
All students are expected to participate in class discussions and attendance is required. During all group work or partner time during class. All students are required to participate and contribute to the final product (if there is one at that time).
Quizzes: 30 Points
There will be on quiz which will encompass all of the vocabulary learned from the book. The test will be comprised of the student-made quizzes.
Homework and Worksheets: 50 Points
I will grade homework with either a check plus, check or a check minus. A check means that you passed it in and it was thoroughly completed, a check means that is was passed in and the minimum was completed, and a check minus means you did not complete it. Any homework not completed may be turned in next class period and will receive a check or check minus (depending on the work at hand).
Story Writing: 20 Points
Students will turn in a rough draft of their chapter otherwise known as their alternate ending to the story, for assessment.
Blogs: 60 Points
There will be multiple blogs throughout the unit relating to each lesson. All students must blog their work as well as keep their own "journal blog" throughout the unit. All blogs will be read and I will provide feedback.
Blog #1- Students will blog about the different writing styles from worksheets and class discussions.
Blog #2- Students will write a story that relates their own life experiences to that of one of the characters of the text.
Blog #3- Journal Blog- students must journal everyday a summary of in class discussions and views as well as reactions to the text.
Blog #4- Students will create a personal profile for the character of their choice.
Blog #5- Students at the end of the unit must write a final "reflection blog", reflecting back through the unit and what they have learned.
Multiple Choice Quiz (Student Made): 20 Points
Students must create their own multiple choice quiz using the vocabulary from the book.
Final Project- Performance Task: 70 Points- (35 for Presentation and 35 for Product)
Grading Scale